Unpacking the Relationship between Classroom Teacher Characteristics and Time to English Learner Reclassification

Autor/in	Joshi, Ela
Titel	Unpacking the Relationship between Classroom Teacher Characteristics and Time to English Learner Reclassification
Quelle	In: American Educational Research Journal, 60 (2023) 2, S.257-292 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Joshi, Ela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/00028312221144755
Schlagwörter	Elementary School Students; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; English Language Learners; Teacher Characteristics; Classification; Time Factors (Learning); Regular and Special Education Relationship; Language Arts; English Teachers; Teacher Effectiveness; Elementary School Teachers; Language Proficiency; Teacher Role; Tennessee; Tennessee Comprehensive Assessment Program + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Classification system; Klassifikation; Klassifikationssystem; Sprachkultur; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Elementary school; Grundschule; Volksschule; Language skill; Language skills; Sprachkompetenz; Lehrerrolle
Abstract	Reclassification is a crucial outcome for English learner (EL) students' academic progress. Though ELs spend a large portion of their academic time with general education teachers, we know little about the role general education teachers play in developing ELs' English language proficiency. Drawing from a longitudinal administrative dataset from Tennessee, this study uses discrete-time survival analysis to estimate the relationship between ELs' likelihood of reclassification and characteristics of their general education English language arts (ELA) teachers in Grades 3-8. The study finds that several measures of teacher effectiveness consistently predict EL reclassification. Sensitivity and robustness checks substantiate these relationships. Findings have important policy implications for the identification and assignment of ELs to effective general education ELA teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01